Over the last three decades the scholars promoting the world Englishes paradigm (WE) have worked towards establishing a more positive attitude towards international varieties of English. However, despite the best intentions of Western linguists working in this field, there is an obvious imbalance between the developed and developing world in many of the contexts of English language education. Educators and teachers in many outer-circle and expanding-circle contexts face difficulties in terms of conditions, facilities, and resources very different from those of Western institutions. Academics in developing societies have parallel difficulties in publishing research, both in journals and in books from international publishers, while local options for publishing are often restricted. This paper suggests a number of ways in which linguists and other scholars might begin to engage with a range of issues related to ‘developmental world Englishes’.